Bell Curve

666 Notes to pages 15-23 Notes to pages 26-35 66715. Lippmann 1922 p. 10.16. Lippmann, 1923 p. 46.17. Snyderman and Hermstein 1983.18. Maier and Schneirla 1935.19. Skinner 1938.20. Skinner 1953; Skinner 1971.21. Jensen 1969.22. Hirsch 1975, p. 3.23. Pearson 1992.24. Herrnstein 1971.25. Griggs et al. v. Duke Power Co., 1971.26. Quoted in Jensen 1980, p. 13.27. Elliott 1987.28. Kamin 1974, p. 3.29. 0. Gillie. 1976. Crucial data faked by eminent psychologist. Sunday 'Times(London), Oct. 24, pp. 1-2.30. Joynson 1989; Fletcher 1991.31. Bouchard et al. 1990.32. Gould 1981.33. Gould 1981, pp. 27-28.34. Snyderman and Rothman 1988.35. Binet himself had died by the time Piaget arrived at the Sorhonne in 1919,but the work on intelligence testing was be~ng carried forward by his collaboratoron the first Binet test, Theophile Simon (see Piaget 1952).36. Sternberg 1988, p. 8.37. Sternberg 1985, p. 18.38. Block and Dworkin 1974.39. Gardner 1983, pp. 60-61. Emphasis in the original.40. Gardner 1983, p. 278.41. Gardner 1983, p. xi. Emphasis in original.42. Gardner 1983, p. 17. In fact, Gardner's claim about the arbitrariness of factoranalysis is incorrect.43. Gardner 1983, pp. xi-xii.44. Gardner 1983, p. 17.45. Although some of the accomplishments of mental calculators remain inexplicable,much has been learned about how they are done. See Jensen1990; O'Connor and Hermelin 1987.46. Ceci and Liker 1986.47. An accurate and highly readable summary of the major pints is Seligman1992. For those who are prepared to dig deeper, Jensen 1980 remains anauthoritative statement on most of the basic issues despite the passage oftime since it was published.Introduction to Part I1. Reuning 1988.2. Robert Laird Collier, quoted in Manchester 1983, p. 79.Chapter 11. Bender 1960, p. 2.2. The national SAT-V in 1952 was 476, a little more than a standard deviationlower than the Harvard mean. Perhaps the average Harvard studentwas much farther ahead of the national average than the text suggests becausethe national SAT-taking population was so selective, representingonly 6.8 percent of high school graduates. But one of the oddities of the1950s, discussed in more detail in Chapter 18, is that the SAT means remainedconstant through the decade and into 1963, even as the size of thetest-taking population mushroomed. By 1963, when SAT scores hit theirall-time high in the post-1952 period, the test-taking population hadgrown to 47.9 percent of all high school graduates. Thus there is reason tothink that the comparison is about the same as the one that would havebeen produced by a much larger number of test takers in 1952.3. Bender 1960, p. 4.4. In the 1920s, fewer than 30 percent of all young people graduated fromhigh school, and the differences between the cognitive ability of graduatesand nongraduates were small, as discussed in Chapter 6. Something between60 and 75 percent of the 18-year-olds in the top IQ quartile nevereven made it into the calculations shown in the figure on page 34. Fromthe early 1960s on, 70 percent of the nation's youth have graduated fromhigh school, and we know that the difference between the ability of thosewho do and do not graduate has been large. More concretely, of a nationallyrepresentative sample of youth who were administered a highly regardedpsychometric test in 1980 when they were 15 and 16 years old, 95percent of those who scored in the top quartile subsequently graduatedfrom high school, and another 4 percent eventually got a general equivalencydiploma. The test was the Armed Forces Qualification Test, and thesample was the 1964 birth cohort of the National Longitudinal Survey ofYouth (NLSY), discussed in detail in the introduction to Part 11. The figurefor the proportion entering colleges is based on the NLSY cohorts andstudents entering colleges over 1981-1983.5. The top IQ quartile of the NLSY that first attended college in 1981-1983was split as follows: 21 percent did not continue to college in the first yearafter graduation, 18 percent went to a two-year college, and 61 percent attendeda four-year college.6. O'Brien 1928. These percentages are based on high school graduates,